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All Journal Jurnal Al-Tadzkiyyah Ukazh: Journal of Arabic Studies
Dabwan Hezam, Motea Naji
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Chomsky's Theory and Teaching Arabic for Special Purposes Dabwan Hezam, Motea Naji; Dadan Mardani; Isop Syafei
Ukazh : Journal of Arabic Studies Vol. 6 No. 2 (2025): Ukazh: Journal of Arabic Studies, June 2025
Publisher : Institut Muslim Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37274/ukazh.v6i2.217

Abstract

This study aimed to examine the characteristics of Arabic language instruction for specific purposes (ASP), assessed  the applicability of Noam Chomsky’s generative grammar theory within this context, and explore the major challenges faced in both Arab and non-Arab environments. The method employed in this study is a qualitative-descriptive with an inductive approach, the study is grounded in a literature review and critical analysis of instructional materials. The findings reveal that ASP instruction is marked by needs-based analysis, a strong emphasis on communicative competence, methodical flexibility, and specialized lexical-syntactic integration. Chomsky’s theory is shown to align with the ASP framework, as it promotes sentence generation capabilities over rote memorization. Nevertheless, the implementation faces multiple obstacles, including the lack of thematic textbooks, insufficient teacher training, diglossia, and the tendency to neglect cultural context in curriculum design. The study concluded the recommendations to develop Arabic language programs that are more responsive, context-driven, and linguistically sound.
From Qur’anic Memorization to Arabic Speaking Performance: A Sequential Explanatory Study in Islamic Higher Education Dabwan Hezam, Motea Naji; Kodir, Abdul; Syafei, Isop; Erihadiana, Mohamad; Al-Bahri, Adel Ahmed
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 17 No 3 (2026): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v17i3.32617

Abstract

Qur’anic memorization provides sustained exposure to Arabic phonology, lexical forms, and recurrent structures, yet stored textual knowledge does not necessarily become spontaneous speech. This study examined whether institutional memorization level and mastery of Qur’anic language were associated with Arabic speaking performance among female students in Islamic higher education and explored the conditions that explain the observed statistical pattern. A sequential explanatory mixed-methods design was used with 69 students at Aisyah Bint Abu Bakr College, Bogor, Indonesia (29 at level VIII and 40 at level II), followed by interviews and observation involving eight students, an Arabic lecturer, and the college head. Level VIII students obtained higher speaking scores than level II students (M = 84.17 vs. 74.88), Welch’s t(59.08) = 4.25, p < .001, d = 1.04. Qur’anic-language mastery was high overall (M = 29.75/35) but was not significantly associated with speaking performance (Spearman’s ρ = −.174, p = .152) and did not independently predict speaking in the regression model (b = −.105, p = .569). The two predictors explained 21.8% of speaking-score variance. Qualitative evidence indicated that memorization supported pronunciation, lexical familiarity, and sensitivity to Arabic patterns, whereas spontaneous speaking additionally required rapid retrieval, functional reformulation, repeated interaction, confidence, and a supportive language environment. The findings support an instructional pathway from memorization through understanding and functional use to retrieval practice and communicative competence, while the observational design precludes causal inference.
Co-Authors Abdul Kodir Al-Bahri, Adel Ahmed Dadan Mardani Mohamad Erihadiana, Mohamad Syafei, Isop